Education for Sustainability with the NGSS

Webinar:
Education for Sustainability with the
Next Generation Science Standards
Organizers:
Susan Sullivan, CIRES, CU Boulder & NAGT Past President
Aida Awad, Einstein Distinguished Educator Fellow.
Department of Energy
Ed Robeck, AGI
John McDaris, SERC/NAGT
Webinar Begins at
1:00 PM Pacific | 2:00 PM Mountain | 3:00 PM Central | 4:00 Eastern

Webinar overview:
➢ Welcome and introductions
➢Presenters
Kathryn Baldwin, (Eastern Washington University)
Jerri Birkofer (Stewards Creek High School)
Eugene Cordero and Ellen Metzger (San Jose State University)
 Discussion and Q&A
➢Future Events

Upcoming Events:
 Webinars: 2nd Thursdays, 1p PT/4p ET
• February 9, 2017
NGSS Curriculum Development: Lessons Learned from the Mi-STAR
Program (Jackie Huntoon and Ed Robeck)
• March 9, 2017
“ACHIEVE Resources and Tools for NGSS Implementation” (Matt
Krehbiel)
 Email list and archived webinars:
http://nagt.org/nagt/profdev/workshops/ngs
s_summit/index.html

Presenters
Kathryn Baldwin Jerri Birkofer
Eugene Cordero
Ellen Metzger

The Next Generation of STEM
Teacher Preparation in
Washington - Education for
Sustainability
Kathryn A. Baldwin, Eastern Washington University

Teacher Preparation in Washington
(NextGen WA) Consortium
• 12 x Four-Year Colleges & Universities--
producing >90% of STEM teacher graduates
in Washington State
• Two-Year College STEM Faculty
• Western Governors University
• K-12 Educators
• Businesses---Google, Code.org
• Govt. Orgs---OSPI, PESB, ESDs, PNNL
• NGO’s—MESA, Pacific Science Center,
Washington LASER, WA-STEM, WA-ToToS,
WA-ToToM, Compass 2 Campus

Teacher Preparation in Washington
(NextGen WA) Consortium
Working Groups:
• Clinical Practice and Induction
• Computer Science Integration [into teacher education]
• Pedagogical Content Knowledge
• Education for Sustainability (EfS)
• Engineering Integration [into teacher education]
• Math and STEM

Guiding Questions and Key
Components of Education for
Sustainability (EfS) Working Group
• What does EfS involve/include?
• How do we incorporate EfS into teacher preparation?
• How do our programs conceptualize EfS as a social
justice /equity practice?
• How do we incorporate EfS as an integrative theme?
• How do we develop EfS programs that support inclusive
and diverse recruitment, retention, and future
placement of teachers?

Why Education for Sustainability
(EfS) in K-12 Teacher Prep?
• Meeting Washington teacher competencies and Washington
state standards
• Teacher prep is the ideal time to train teachers to integrate
sustainability into the curriculum and to “rebundle” NGSS
standards to address EfS
• Reciprocal awareness:
• NGSS – Use momentum of NGSS to elevate
• Earth science
• Sustainability

Earth Science – A Where for
Education for Sustainability (EfS)
• Where does EfS fit in the Next Generation Science
Standards (NGSS)?
• NGSS ESS has the burden and the opportunity to
address EfS
• Core Idea ESS3 Earth and Human Activity

How to Incorporate EfS into
Teacher Education?
• Top down – Environmental and Sustainability
Education (ESE) Add-On Endorsement
• Currently 6 teacher prep programs in WA offer the
endorsement
• Bottom up – Integrate EfS across curriculum
• Based on state competencies for teacher preparation
and the Washington State Environmental and
Sustainability Education Standards

http://serc.carleton.edu/dev/integrate/teaching_materials/soils/index.html
Soils, Systems, and Society Module

Unit 2 Mapping Patterns WA Mean Annual Precipitation
WA Agriculture MapWA Soil Map
WA Elevation Map

Example of Bundling - Mapping Patterns (Unit 2)
Example PE – Analyze and interpret data from maps to describe patterns and the ways the geosphere,
biosphere, hydrosphere and atmosphere interact.
Science and Engineering Practices Cross-cutting Concepts Disciplinary Core Ideas
Analyzing and Interpreting Data
Represent data in graphical displays
(bar graphs, pictographs and/or pie
charts) to reveal patterns that
indicate relationships. (5-ESS1-2)
Engaging in Argument from
Evidence
Support an argument with evidence,
data, or a model. (5-ESS1-1)
Obtaining, Evaluating, and
Communicating Information
Obtain and combine information
from books and/or other reliable
media to explain phenomena or
solutions to a design problem. (5-
ESS3-1)
Patterns
Patterns can be used as evidence to
support an explanation. (4-ESS2-2)
Patterns
Similarities and differences in
patterns can be used to sort,
classify, communicate and analyze
simple rates of change for natural
phenomena. (5-ESS1-2)
Systems and System Models
A system can be described in terms
of its components and their
interactions.
(5-ESS2-1, 5-ESS3-1)
ESS2.A: Earth Materials and
Systems
Earth’s major systems are the
geosphere (solid and molten rock,
soil, and sediments), the
hydrosphere (water and ice), the
atmosphere (air), and the biosphere
(living things, including humans).
These systems interact in multiple
ways to affect Earth’s surface
materials and processes. (5-ESS2-1)

Science and Engineering Practices Cross-cutting Concepts Disciplinary Core Ideas
Planning and Carrying Out
Investigations
Make observations and/or
measurements to produce data to
serve as the basis for evidence for
an explanation of a phenomenon.
(4-ESS2-1)
Constructing Explanations and
Designing Solutions
Generate and compare multiple
solutions to a problem based on
how well they meet the criteria and
constraints of the design solution.
(4-ESS3-2)
Patterns
Patterns can be used as evidence to
support an explanation. (4-ESS2-2)
Cause and Effect
Cause and effect relationships are
routinely identified, tested, and
used to explain change. (4-ESS2-1)
Disciplinary Core Ideas
ESS2.A: Earth Materials and
Systems
Rainfall helps to shape the land and
affects the types of living things
found in a region. Water, ice, wind,
living organisms, and gravity break
rocks, soils, and sediments into
smaller particles and move them
around.
ESS2.E: Biogeology
Living things affect the physical
characteristics of their regions.
ETS1.B: Developing Possible
Solutions
Research on a problem should be
carried out before beginning to
design a solution. Testing a solution
involves investigating how well it
performs under a range of likely
conditions.
At whatever stage, communicating
with peers about proposed
solutions is an important part of the
design process, and shared ideas
can lead to improved designs.
Example – Soils, Systems and Society Kit

NextGen STEM EfS Working Group
Next Steps
• Explore additional existing EfS resources
• Analyze examples and models of EfS
• Pilot EfS curriculum and models among working group
members
• Plan and present professional development about EfS for
regional teams of STEM Educators
• Evaluate and improve EfS professional development

NGSS and Place Based Science
Jerri L. Birkofer
Stewarts Creek High School
Earth Science/Physical Science

“Place-based education (PBE) immerses students in local heritage,
cultures, landscapes, opportunities and experiences, using these as a
foundation for the study of language arts, mathematics, social studies,
science and other subjects across the curriculum. PBE emphasizes
learning through participation in service projects for the local school
and/or community.”
Promise of Place: www.promiseofplace.org
What is Place Based Science?
NGSS
Standards developed to update and unify what we as educators and parents
expect our students to learn. The standards provide a foundation that each
consecutive year builds on resulting in young adults prepared for the next step;
college, technical school or career.
Provides:
Educators the flexibility to design lessons to best meet the needs of their
students.

EDUCATORS COLLABORATE ON-LINE TO
DEVELOP AN EDUCATION MODULE
ALIGNED WITH A HIGH SCHOOL EARTH
SCIENCE NEXT GENERATION SCIENCE
STANDARD
Jerri Birkofer
Stewarts Creek High School, Rutherford County, TN
Mark Abolins
Department of Geosciences
Middle Tennessee State University
Murfreesboro, TN

Two-week on-line June, 2016
curriculum development “workshop”
6 self-selecting participants:
- 5 Geoenvironmental Challenges alumni;
- 1 local experienced in-service
Earth Science teacher (Birkofer)
.

Collaboration……
Jerri Birkofer: Posting before everything is revised and
completed
https://docs.google.com/document/d/1reYl8aCuQ5ulzmSi1ER8
HFzOKv9K8753bQ59Os5fO78/edit
Evaluated by:
Amber (paste link to completed and uploaded rubric here)
Hilary
https://docs.google.com/document/d/1T6muXkmWuuVW93js0R
izRa6Tlh9URujF8zmCr1WWi2Y/edit?usp=sharing
Brandi
(https://drive.google.com/file/d/0B6_1mLGQEMw7X3ZDRUZ0O
Wp5ZW8/view?usp=sharing)
Amber & Hilary:
https://docs.google.com/document/d/1UxbO-Eg6xOL-1SgJ-
aEn7esPpurKdznA51Oc3-Stda0/edit?usp=sharing
*The picture of the chalk was taken out in the engagement
activity in day 1’s lesson.
*The length of time it takes for caves to actually form in real life
is exceptionally confusing for me and also, scientists are not
quite sure of it either and are coming up with different ways to
calculate it. Therefore, it has been added for students to take
note of how much time their rock candy dissolves. In the second
day of this activity, students will be told to multiply their time by
a certain number and explain that it can take that much time or
shorter, and it is still being researched in real life.
*Map of karst regions and probing questions were addressed in
the attached powerpoint link.
Evaluated by:
Emily https://drive.google.com/file/d/0B71LV-
QY3Q1ZdVlsdmMwVFZkUkE/view?usp=sharing

Adaptation of existing on-line resources
https://www.austintexas.gov/sites/default/files/files/Watershed/youth_educa
tion/karst_lesson_high_school.pdf
http://flintwaterstudy.org/2015/12/results-from-corrosion-experiments-in-ms-
weiss-class-at-city-school-grand-blanc-mi/
http://www.georgewright.org/282conard.pdf

Performance
Expectations
Domains

HS-ESS2-5
Plan and conduct an investigation of the properties of
water and its effects on Earth materials and surface
processes.

Investigate the effects/ results of the dissolution of limestone in
shaping the landscape. Through a teacher led demonstration
and in-class solubility lab apply the concept to the local karst
topography and its role in forming and sustaining the Cedar
Glade ecosystem.

Making a Connection:
Trail of Tears…………………………
•Setting the scene / hook
•Background knowledge
•Includes history
•Social issues
•Points of local interest
http://www.cherokee.org/AboutTheNation/History/TrailofTears/ABriefHisto
ryoftheTrailofTears.aspx

Trail of Tears…………
h2001.pdfttp://tn.gov/assets/entities/environment/attachments/arch_roi15_trail_of_tears_

Evaluating Information Scale and Proportion Cause and Effect

Exploring solubility in karst country
Learning Outcomes:
Be able to examine the local
topography and apply the science
processes of solubility to the local
geography.
Practices:
• Asking questions defining problems
• Obtaining evaluating and communicating
information

Standard:
“ When learning about the impact of racial issues, it’s important that
students learn why the environment is important to them, no matter where
they live. Oftentimes, people misconstrue environmentalists as “tree huggers,” in
suburban or rural areas where they are typically more connected to nature. It’s
important to break that stereotype through actual exposure to the concept of what
happens in the environment due to environmental policies. For example, students
would work with the chemistry instructor to create simulations of chemicals
permeating through land, or perhaps the chemical reactions that take place in water
pollution. Therefore, by having students get a visual on what is actually
happening, they will most likely be more inclined to make changes and be
more aware of environmental issues.” Leslie Petruzzi
http://www.tip.sas.upenn.edu/curriculum/units/2012/01/12.01.04.pdf
Environmental Justice

Exploring solubility in karst country
Illustration in Preliminary Conceptual Models
of the Occurrence, Fate, and Transport of
Chlorinated Solvents in Karst Regions of
Tennesee
Learning Outcomes:
Know the process that
helps create a karst
topography:
solubility

Karst Topography/Solubility
Students will explore karst topography by making karst models with sugar cubes.
•Fractures
•Sinkholes
•Faults
After creating models the students will use colored water to demonstrate what happens when their models are
exposed to “rain”.
The students will ultimately use what they have learned to infer about local geographical spots like Snell Shell Cave
and Cedar Glades of Lebanon.
Practices/Crosscutting
• Plan and conduct
an Investigation
• Structure and
Function
• Stability and
Change

Historical application: the post-Civil War African
American Cedar Glade Community
Students will define environmental justice and identify
issues and problems within the context of historical
regional environmental issues and its effect on local
populations. The students will use the Cedar Glades and
Cemetery Communities emphasis on post Civil war
African American communities to better understand the
political, historical and geographic context surrounding
this issue.
Learning Outcome:
Illustrations provided by
Dr. Brenden Martin

Students will investigate environmental justice
issue centered around The Cedar Glades and
Post-Civil War Cemetery Community. They
will complete a case study and connect the
injustice of that area to its geological
formation. The students will construct a
definition of environmental justice.

The lessons is designed to educate students that history ,
science and social issues play a big role in our past, present
and future:
•Lesson concepts:
• Define: the problem, the issue, the players and their positions of an event.
•The will read article:
•And do an environmental case study
•The student will participate in constructive talk and share their findings
with the class.
Karst Topography Middle Tennessee and the
Cemetery Community:
http://yyy.rsmas.miami.edu/groups/ambient/teacher/ethics/ea%20Ethics%20Activity1.p
df
The Changing Face of the Country:
Environmental History and the Legacy of the Civil War at Stones River National Battlefield
Rebecca Conard

Illustrations provided by
Dr. Brenden Martin

https://www.google.com/search?q=Center+Hill+dam&safe=strict&espv=2&biw=1920&bih=950&source=lnms&tbm=i
sch&sa=X&ved=0ahUKEwiq68vAvbjRAhXLJCYKHa8qB9EQ_AUICCgD&dpr=1#imgrc=YwVsDx-jlauEAM%3A
https://www.google.com/search?q=middle+point+landfill&safe=strict&espv=2&biw=1920&bih=950&source=lnms&tbm=isch&sa=X
&ved=0ahUKEwjN6oSHvrjRAhVFfiYKHSK4DyUQ_AUICCgD&dpr=1#imgrc=XX-fon_U_-JD6M%3A

Overview:
Current social issues: Flint, Michigan
water crisis
The student will investigate the
Flint Michigan water crisis and
design an experiment that tests
the corrosiveness of pipes.

Current social issues: Flint, Michigan water crisis
Outcomes:
The student will use the knowledge gained
from both solubility lesson and Environmental
Justice/Cemetery Community design an
experiment that test the corrosiveness of
pipes and connect to the environmental
injustices of members of today’s society.
http://flintwaterstudy.org/2015/12/results-from-corrosion-experiments-in-
ms-weiss-class-at-city-school-grand-blanc-mi/

Students will……..
• Understand the
structure and function
of limestone and Karst
topography of the
area.
• Engage in meaningful
talk about
environmental issues.
• Participate as good
environmental citizens.
• Relate to their local
geography and history.

Climate Change Education @
San Jose State University
Eugene Cordero1 and Ellen Metzger2
1Department of Meteorology and Climate Science
2Department of Geology; Science Education
San José State University, California

Eugene Cordero Ellen Metzger
Diana Centeno

UN Framework Convention on Climate
Change (1992)
“Education is an essential element for
mounting an adequate global response
to climate change”

Question
Can we quantify the potential role of
education as a mitigation tool?

Student Motivation
Earth
Science
Life
Science
Physica
l
Science
Engageme
nt
Personal
Data
Research
Quirky
Icon
Impact
Science
Solution

Team 718
Educational MediaGames

An NGSS middle school science curriculum that produces
verifiable reductions in carbon emissions.

E-Tracker -
Fitbit for
Environmental
Education

Green Ninja
• Middle school curriculum
– Currently being piloted - looking for new schools
– Looking for Ambassadors and Collaborators
• Ongoing NSF research @ SJSU on student
motivation
• Green Ninja Inc. established to help scale to
more students (Benefit Corporation)

Synergistic Initiatives at SJSU
• Bay Area Environmental STEM Institute (BAESI)
– Saturday and summer workshops for > 3,000 teachers
since 1990
• Sustainability-themed courses for
– Pre-service teachers
Science 110: Global Themes of Science
– Teachers in MA in Science Education
Science 255: Science, Society, and Sustainability

ESS3: Earth and Human Activity
Sample topics/concepts
• Tragedy of the Commons
• Solution-focused student investigations of “wicked problems”
• Food-Energy-Water Nexus
• Earth resources and hazards
– Mineral resources in your cell phone: science and social impact
– Natural hazards and social vulnerability

Thank You!
Eugene Cordero
Dept. Meteorology and Climate Science
eugene.cordero@sjsu.edu
Green Ninja: www.greenninja.org
Ellen Metzger
Dept. Geology/Director of Science Education
ellen.metzger@sjsu.edu
BAESI: www.baesi.org

Thank you!
Contact information:
Susan Sullivan
susan.sullivan@Colorado.edu, 303-492-5657
Aida Awad
aawad@tothecloudedu.com
Edward Robeck
ecrobeck@agiweb.org

Education for Sustainability with the NGSS

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

En vedette

En vedette (20)

Similaire à Education for Sustainability with the NGSS

Similaire à Education for Sustainability with the NGSS (20)

Plus de SERC at Carleton College

Plus de SERC at Carleton College (20)

Education for Sustainability with the NGSS